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  • The contribution includes two studies. Sample of the first study consisted of 260 pupils 132 boys and 128 girls, respectively. Mean age was 12.2 yr. This group was further separated on pupils excellent in PE vs. good and fair for both sexes. We started with qualitative classification of preferences and aversions in PE classes. Then quantitative analyses follow. No significant difference was found between boys and girls in Hope of Success (HS). They differ in Fear of Failure (FF1 and FF2). Processing continued with comparison both in the boy and the girl groups. The following results were obtained. Significantly higher HS by students with labeling excellent in PE (p<.01). No difference was found in FF1, but significant difference revealed in FF2 (p<.05). Girls significantly differ in HS (p<.01) in favour of those evaluating excellent. Contrary to boys we have found significant difference in FF2 on the other hand. These variables were measured by Schmalt´s AMG. Findings should be a challenge for motive
  • The contribution includes two studies. Sample of the first study consisted of 260 pupils 132 boys and 128 girls, respectively. Mean age was 12.2 yr. This group was further separated on pupils excellent in PE vs. good and fair for both sexes. We started with qualitative classification of preferences and aversions in PE classes. Then quantitative analyses follow. No significant difference was found between boys and girls in Hope of Success (HS). They differ in Fear of Failure (FF1 and FF2). Processing continued with comparison both in the boy and the girl groups. The following results were obtained. Significantly higher HS by students with labeling excellent in PE (p<.01). No difference was found in FF1, but significant difference revealed in FF2 (p<.05). Girls significantly differ in HS (p<.01) in favour of those evaluating excellent. Contrary to boys we have found significant difference in FF2 on the other hand. These variables were measured by Schmalt´s AMG. Findings should be a challenge for motive (en)
Title
  • Motive modification and school physical education
  • Motive modification and school physical education (en)
skos:prefLabel
  • Motive modification and school physical education
  • Motive modification and school physical education (en)
skos:notation
  • RIV/60076658:12410/00:00002602!RIV/2001/MSM/124101/N
http://linked.open.../vavai/riv/strany
  • 48
http://linked.open...avai/riv/aktivita
http://linked.open...avai/riv/aktivity
  • Z(MSM 124100002)
http://linked.open...vai/riv/dodaniDat
http://linked.open...aciTvurceVysledku
  • Man, František
  • Řepka, Emil
http://linked.open.../riv/druhVysledku
http://linked.open...iv/duvernostUdaju
http://linked.open...titaPredkladatele
http://linked.open...dnocenehoVysledku
  • 718171
http://linked.open...ai/riv/idVysledku
  • RIV/60076658:12410/00:00002602
http://linked.open...riv/jazykVysledku
http://linked.open.../riv/klicovaSlova
  • motive modification; school PE (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [98AA5DE0DCAB]
http://linked.open...i/riv/mistoVydani
  • Maďarská republika
http://linked.open...i/riv/nazevZdroje
  • The 75th anniversary international congress on sport sciences
http://linked.open...in/vavai/riv/obor
http://linked.open...ichTvurcuVysledku
http://linked.open...cetTvurcuVysledku
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Hošek, Václav
  • Man, František
  • Řepka, Emil
http://linked.open...n/vavai/riv/zamer
number of pages
http://purl.org/ne...btex#hasPublisher
  • Sammelweis University
http://localhost/t...ganizacniJednotka
  • 12410
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